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Report
UIP Review: Understanding
Feedback from the CDE Review
April 2013
Goals
Students
Successful students
Prepare students to thrive in their education and in a globally competitive workforce.
 Ensure every student is on track to graduate postsecondary and workforce ready.
 Increase achievement for all students and close achievement gaps.
 Ensure students graduate ready for success in postsecondary education and the workforce.
 Increase national and international competitiveness for all students.
Great teachers and leaders
Educators
Ensure effective educators for every student and effective leaders
for every school and district.
 Increase and support the effectiveness of all educators.
 Optimize the preparation, retention, and effectiveness of new educators.
 Eliminate the educator equity gap.
Outstanding schools and districts
Schools/
Districts
State
Build the capacity of schools and districts to meet the needs of
Colorado students and their families.
 Increase school and district performance.
 Turnaround the state’s lowest performing districts and schools.
 Foster innovation and expand access to a rich array of high quality school choices for students.
Best education system in the nation
Build the best education system in the nation.
 Lead the nation in policy, innovation, and positive outcomes for students.
 Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.
 Attract and retain outstanding talent to CDE.
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Today’s Session
 Overview of themes from the CDE UIP Review
 Identify common challenges identified through the CDE
UIP review process
 Provide the opportunity to ask CDE staff specific
questions about feedback a school received on their
feedback form
 Consider how the school/district may approach
addressing feedback from CDE through ongoing planning
processes
Purpose of UIP Review and Feedback
Compliance
 SB 163: Review of all
Turnaround and Priority
Improvement Schools and
Districts
 Accountability:
State Graduation and
Completion plans
Federal (Title IA, IIA, and
III) improvement plans
 Specific grant programs:
School Improvement
Funds
Support
 Provide specific feedback
on UIP Quality Criteria to
improve quality of
improvement planning in
schools and districts
CDE UIP Review Process
 January 22- March 1
 118 CDE staff participated in review process
 Teams of 2-10 staff per review
 Schools 2-4 reviewers per team
 Districts 3-10 reviewers per team
5
212 School Plans Reviewed
52
140
Turnaround
Plans
Priority
Improvement
Plans
20
TIG
Improvement
or
Performance
Plans
28 District Plans Reviewed
5
19
4
TDIP/ SGCP
Turnaround
Plans
Priority
Improvement
Plans
Improvement
Plans
CDE Expectations
 Districts are responsible for accrediting schools
 District responsibility for ensuring schools’ requirements are
met
 Feedback from CDE is intended strengthen the plan
 Changes should be considered within a district/school
improvement planning process and timeline
8
Plan Quality
High Plan Quality
Priority performance challenges are
not clearly identified. Performance
challenges are developed from
trends and specify the areas of
needed improvement on which the
school will focus its efforts.
Prioritization of challenges reflects
the magnitude of the challenges,
guides root cause analysis, and
provides for more focused
improvement strategies. The UIP
Handbook provides guidance on
identifying trends and
priority performance challenges.
Identifies targets that may move
the school out of priority
improvement, but some may not
be set sufficiently high to result in
the school meeting expectations
within the five‐year timeframe.
Consider the degree to which the
Major Improvement Strategies
associated with the annual targets
in the target setting worksheet will
bring about the results articulated
in this form.
Example: Given the emphasis in
Major Improvement Strategy #1
on Balanced Literacy, would you
expect to see a 5% increase in
reading achievement and the
same 5% increase that is
articulated in the target setting
form for math achievement?
Low Plan Quality
9
UIP Review Process: Positive
Themes
 The UIPs are getting better!
 Improved description of previous targets and progress toward





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meeting targets
More comprehensive analysis of TCAP and increased inclusion of
local data
More precise articulation of trends
Clearer identification of priority performance challenges (reflecting
greater understanding of what priority performance challenges are)
A more extensive data narrative that describes the school and
addresses the majority of the Quality Criteria
More ambitious and appropriate targets for achievement and
growth
Continuous Improvement
Unified Improvement Planning
Processes
Preparing
to Plan
Gather and
Organize
Data
Section III:
Data
Narrative
Review
Performance
Summary
Section IV:
Target Setting
Describe
Notable
Trends
Ongoing:
Progress
Monitoring
Section IV:
Action Planning
Prioritize
Performance
Challenges
Identify
Root
Causes
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Identify
Implementation
Benchmarks
p. 7 UIP
Handbook
UIP and
Data
13
Big Idea: Lack of Consistency
 The same element is presented differently in different
sections of the plan:
Persistently low and decreasing
performance across all populations in all
content areas.
Priority Performance Challenges:
Raise the level of Tier I instructional
rigor through professional development,
mentoring and coaching, and effective
PLC’s.
In grades 3-8 reading achievement data
for the last three years indicates that an
average of 56% (from 2009-2011) of
students do not meet proficiency levels
of CSAP.
Section I
State
+
Federal
Performance
Data
Section II
Grant Info
Contact
Improvement
Plan Info
Section III
Section IV
Review Progress on Last School Target Setting Form
Year’s Targets Worksheet  Priority Performance
Challenges
Data Worksheet
 Targets
 Notable Trends
 Interim Measures
 Priority Performance  Major Improvement
Challenges
Strategies
 Root Causes
Data Narrative
 Data Used
 Notable Trends
 Priority Performance
Challenges
 Root Causes
 Processes Used
Action Planning Form
 Major Improvement
Strategies
 Associated root causes
 Action Steps
 Timeline
 Key People
 Resources
 Implementation Benchmarks
 Status of Action Steps
Big Idea: Lack of Coherence
 There is not a logical progression across the steps of the
Unified Improvement Planning process:
 It is not clear how Major Improvement Strategies:
 Logically address root causes
 Will bring about the student performance described in the target
setting form (annual targets, interim measures)
 Targets are related to Priority Performance challenges
 Priorities grew out of a comprehensive data analysis
 40% of a schools population are English Language learners, no
disaggregation of their achievement, growth, or language
attainment progress.
 All priorities and actions address whole school without
considering needs of this group of students
Big Idea: Timeframe
 Many plans ended May 2013 -More than 1/3 of the plans were written for
one year
 The UIP should be a two year plan that gets revised on at least an annual
basis
 Revision process should be updated with current information, then
planning projected out; modifications should be made based on
determinations from data (interim measures/implementation benchmarks)
Notable Trends, Priority
Performance Challenges
Root Cause Analysis
What has been happening?
2010
2011
2012
2013
Interim Measures,
Implementation
Benchmarks
Target Setting,
Action Planning
? Where do we need to go?
2014
2015
Big Idea: Combined Plans
 Small systems have the option to submit a plan that addresses
the need of all schools within the district
 School identified for Priority Improvement and Turnaround
 Needs of that school must be identifiable throughout the plan
(data analysis, target setting action planning)
 Unified ≠ Simplified
18
Discussion
 Do these themes make sense?
 Is there feedback for your schools related to these themes?
Which ones?
 Would addressing these “big ideas” strengthen the plans of
your schools?
19
Common Theme:
Trend Statements
 State data only
 Inconsistent evidence of analysis (e.g. listing only, or table
presentations)
 Example: “We looked at NWEA and STAR data.”
 Limited disaggregations beyond grade level.
 Consider other groups of students: (e.g. SPF Growth Gaps)
Trend Statements
Consider: provide more information than TCAP to describe what
the data tell you about the school’s performance over time,
rather than just presenting the data.
Local performance data allows the school to determine whether
the trends were consistent across data sources other than CSAP
and across all years served by the school and whether identified
trends pertained to all grades.
Do the current CBLA results align with TCAP reading data?
Common Theme: Prioritized
Performance Challenges
 Did not set the strategic focus for the rest of the plan
Has implications
for the rest of the
planning process
Common Theme: Priority
Performance Challenges
 The same element get presented differently in different
sections of the plan:
 How does this provide focus for improvement?
Persistently low and decreasing
performance across all populations in all
content areas.
Priority Performance Challenges:
Raise the level of Tier I instructional
rigor through professional development,
mentoring and coaching, and effective
PLC’s.
In grades 3-8 reading achievement data
for the last three years indicates that an
average of 56% (from 2009-2011) of
students do not meet proficiency levels
of CSAP.
Common Theme: Prioritized
Performance Challenges
 Frequently not framed in terms of student performance
outcomes. There was a lot of:
 What we NEED to do
 Example: Reading: In order to meet state targets for a level increase to
MEETS, reading Median Growth Percentile (MGP)must increase from
45 to 55 MGP.
 What the problem is (root causes)
 In prior years, the schedule did not provide teachers time to plan units
of instruction collaboratively both within and across grade-levels to
unpack the standards (CCSS, CAS, and WiDA), align instruction to
essential learning goals (ELGs), and systematically assess student
progress.
 Consider: examination across content areas and performance
indicators
Common Theme: Prioritized
Performance Challenges
Consider:
 Examination across content areas and performance indicators
to identify themes that are cross-cutting, leads to examination
of systemic root causes.
 Example: Do challenges in Reading exist across both Achievement
and Growth performance indicators?
 Describe how performance challenges became prioritized.
 Who was involved, criteria considered for the prioritization?
Common Theme: Root Cause
 Root cause analysis process that is sufficiently detailed and
focused on the priority performance challenges.
 Aligned to priority performance challenge
 Appropriate magnitude
 Considers multiple data sources
Common Theme: Root Cause
Lack of Verification
 Examples:



“We feel this is due to low
expectations…”
“Ineffective planning of units
and lessons has led to
ineffective instruction
because the intended
outcomes are not the main
focus.”
“Upon completion of “The
Five Whys: Root Cause
Identification” protocol, we
came to the consensus that
as a school staff, we were
not data driven.”
 Consider

Identifying results and
data sources that were
used to verify root causes.
 80% of walkthroughs
identified that…
 90% of parent surveys
indicated…
 70% of lesson plans showed
a lack of…
Common Theme: Target Setting
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 What is being measured?
 Is it specific enough to know if the target has been achieved?
Common Theme: Interim
Measures
Interim Measures: Is there enough detail to identify if progress
is being made?
Considerations:
Frequency of administration?
What changes would you expect to see to make your target?
Does DRA2 measure math performance?
Will DIBELS tell you if you are addressing your Priority Performance
Challenges for 4-6th grade students?
Common Theme: Major
Improvement Strategies
 Not just an inversion of the root cause
 A major improvement strategy is an overall research-based
approach to improvement designed to explicitly address the
root causes, not just an inversion of the root cause
 Major Improvement Strategies not clearly linked to data
presented in previous sections
Common Theme: Action Planning
 Action plan steps that are sufficiently detailed to guide the
improvement work.
 Example:
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Common Theme: Implementation
Benchmarks
 Many benchmarks address completion of action steps
(completed rubric) or artifacts of evidence (Surveys for
Teachers and Students), but not the effectiveness of their
implementation
 Identifying what the artifacts will be examined for e.g. Walk
through observation forms indicating increasing percentage of
fidelity to X model, with 90% of observations indicating
practices (list out) implementation by May 2013
 How will you know what you are doing is having the desired
effect?
Now what?
 Consider the district/school timeline for improvement
planning.
 When does it make sense to consider the feedback from CDE?
 What additional information is needed to address feedback?
 What skills may needed to fully understand or respond to
feedback?
33
Evaluation
 Please provide us with feedback using post-it notes at your
table
- Things that worked well for this session
- Things that we should change
- Questions you still have
- A-ha’s from today’s session
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